Literaturnachweis - Detailanzeige
| Autor/inn/en | Baier, Franziska; Decker, Anna-Theresia; Voss, Thamar; Kleickmann, Thilo; Klusmann, Uta; Kunter, Mareike |
|---|---|
| Titel | What Makes a Good Teacher? The Relative Importance of Mathematics Teachers' Cognitive Ability, Personality, Knowledge, Beliefs, and Motivation for Instructional Quality |
| Quelle | In: British Journal of Educational Psychology, 89 (2019) 4, S.767-786 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Baier, Franziska) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0007-0998 |
| DOI | 10.1111/bjep.12256 |
| Schlagwörter | Mathematics Teachers; Teacher Characteristics; Cognitive Ability; Personality; Beliefs; Teacher Motivation; Teacher Effectiveness; Foreign Countries; Secondary School Students; Secondary School Teachers; Germany |
| Abstract | Background: Teachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteristics as predictors of instructional quality but their relative importance has not yet been tested. Aims: Hardly any studies have combined central generic and profession-specific variables in ascertaining their relative importance for instructional quality. In the present study, we seek to close this research gap. Samples: We investigated 209 German mathematics teachers and their 4,672 students attending grades 7-10 (13- to 16-year-old students). Methods: Teacher characteristics (cognitive ability, personality, professional knowledge, beliefs about, and enthusiasm for teaching) were assessed using standardized tests and self-report measures. Instructional quality (learning support, classroom disruptions, and cognitive activation) was rated by the students. Results: Using structural equation modelling, we found extraversion, enthusiasm for teaching, and pedagogical/psychological knowledge to be significant predictors of learning support (R[superscript 2] = 0.31) and conscientiousness and enthusiasm for teaching to be significant predictors of classroom discipline (R[superscript 2] = 0.21). We did not find significant predictors for cognitive activation. Conclusions: Our results indicate the relative significance of generic and profession-specific teacher variables for instructional quality. Overall, a substantial amount of variance in instructional quality is explained by teacher characteristics. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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